Language: Japanese

Language: Polish

ISSN: 1895-6297

Abstract/Notes: This article reflects how to know about Montessori pedagogy and the process she followed to build it, can help future teachers to be reflective and innovative. The aim is not to suggest that student teachers should know the pedagogy of Montessori, nor that of any specific pedagogue, and to put it into practice or imitate it, without further ado. Educational literature agrees that an educational system will be as good as its teachers, and they will not be able to improve education if they simply apply methods designed by others in an uncritical and decontextualized way. After describing how Montessori came to propose her method and establish her pedagogical principles, the importance of linking theory and practice in the initial and permanent training of future teachers is underlined.

Language: Spanish

DOI: 10.17227/pys.num58-17194

ISSN: 2500-6436, 0121-2494

Abstract/Notes: A través de algunos flash, dar luz a los horizontes del pensamiento pedagógico oculto de María Montessori. En particular, vamos a entregar a los lectores un conjunto de "islas" de su inabissabile inexplorado - porque inmortal - archipiélago de niño de la educación. Reforzar el teorema. En las siguientes líneas, illumineremo una cara de luna Montessori se mantuvo en gran medida en las sombras. Hablamos de su mirada problemática y dialéctico de puntos con pensamientos débiles.

Language: Spanish

ISSN: 2255-0666

Abstract/Notes: Der vorliegende Band 7 der Reihe mit dem Titel „Montessori-Pädagogik in Deutschland“ ist entstanden im Anschluss an die Jubiläumstagung, die aus Anlass des 40jährigen Bestehens der 1961 gegründeten Montessori-Vereinigung e.V., Sitz Aachen, 2001 in der Thomas-Morus-Akademie in Bensberg stattgefunden hat. Die Leserinnen und Leser dieses Bandes erhalten aus den vielfältigen Beiträgen ein reichhaltiges und differenziertes Bild der Montessori-Pädagogik in Theorie und Praxis in Deutschland und darüber hinaus. Denn Montessori-Pädagogik vollzieht sich seit ihren Anfängen in einem internationalen Kontext. Es geht in diesem Band nicht nur um die in den vergangenen vier Jahrzehnten geleistete Arbeit, sondern auch um die Aktualität des pädagogischen Denkens Maria Montessoris, um kritische Weiterentwicklungen und mögliche Perspektiven für die Zukunft angesichts der Herausforderungen des 21. Jahrhunderts.

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2 3-8258-5746-8

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: <正> 意大利女教育家,蒙台梭利法的创始人。作为意大利女性,最初毕业于罗马大学医学系,后到法国钻研特殊儿童的治疗。1899年任国立异常儿童学校校长,1909年任罗马大学讲师。1907年在罗马贫民街开设“幼儿之家”,采用自己考察的教育法,引起了世界的注目。她在人类学、生理学、异常心理学等领域潜心钻研,积累了实践经验,充分有效地利用

Language: Chinese

ISSN: 1671-1610

Abstract/Notes: O método Montessori, como se convencionou chamar a perspectiva pedagógica derivada do trabalho de Maria Montessori (1870-1952), foi desenvolvido, principalmente, ao longo da primeira metade do século XX. Até hoje, no entanto, há escolas, publicações e cursos para professores sendo criados em todo o mundo. Desde o início de sua história, a pedagogia montessoriana aparece frequentemente na mídia de vários países do mundo, e, em alguns momentos da história, representou tanto um fenômeno midiático quanto editorial (KRAMER, 1988). Esta pesquisa trabalhou com um arquivo de textos midiáticos, publicados desde 1911 nos Estados Unidos da América e dedicou-se à análise e à interpretação de um corpus de textos da mesma natureza. Uma ênfase da análise foi dada aos textos publicados entre os anos 2000 e 2015. O aporte teórico das análises e das reflexões expostas aqui é a Análise de Discurso filiada aos estudos do inconsciente e da ideologia, iniciada na França, por Michel Pêcheux, e desenvolvida e ampliada no Brasil por autoras como Eni Orlandi. A história da perspectiva pedagógica de que tratamos já foi explorada antes por diversos autores (STANDING, 1962; KRAMER, 1988; POVELL, 2010, entre outros), mas poucos tangenciaram o trabalho da mídia quanto a essa pedagogia, embora mencionem a importância desta mesma instância de produção, e nenhuma das publicações emprega a perspectiva discursiva, que pode oferecer outros pontos de vista e permite a interlocução de diversas áreas de estudo. Os resultados obtidos com esta pesquisa apontam para uma direção previsível e duas bifurcações importantes desta. Em primeiro lugar, como propõe a teoria da Análise de Discurso, a produção discursiva é atravessada pela ideologia, e, assim, os textos com que trabalhamos fazem parte de um conjunto de sentidos e proposições que harmonizam com o verdadeiro, como operado pela ideologia dominante. Isso tem duas consequências específicas para este corpus. Por um lado, os sentidos que caracterizam o método Montessori são vinculados a valores não estranhos ao neoliberalismo e ao discurso empreendedor: fala-se muito de diversão, e, ao mesmo tempo, de alto desempenho, liberdade, sucesso, escolha individual e liderança. Por outro lado, há uma contradição muito presente entre caracterizar-se Montessori como uma pedagogia alternativa e dizer-se que Montessori é só uma via diversa para se alcançar os mesmos fins: alto desempenho acadêmico e sucesso financeiro. Em segundo lugar, notamos a proeminência do ponto de vista adulto sobre o possível ponto de vista infantil. Os textos, especialmente a partir de 2011, fazem sentido, com frequência, construindo as vantagens que a pedagogia montessoriana representa para o adulto, segundo uma perspectiva corporativa ou empreendedora. Por meio de nossa análise, pudemos caracterizar a configuração do discurso midiático sobre o método Montessori nos Estados Unidos e compreender como os sentidos se articulam para fazer de Montessori uma perspectiva válida e positiva, ao mesmo tempo, silenciando os sentidos que, ligados a ela, poderiam ser desarmônicos e, até mesmo, arriscados para a hegemonia do verdadeiro sobre a criança e sobre a educação. [The Montessori method, as the pedagogical perspective derived from the work of Maria Montessori (1870-1952) is usually called, was developed mainly during the first half of the twentieth century. To this day, however, there are schools, publications and courses for teachers being created around the world. From the beginning of its history, Montessori pedagogy has frequently appeared in the media of several countries, and at some moments in history has represented both a mediatic and editorial phenomenon (KRAMER, 1988). This research relies on an archive of media texts published since 1911 in the United States of America and is focused on the analysis and interpretation of a corpus of texts of the same nature. Emphasis was given to those texts published between the years 2000 and 2015. The theoretical foundation for the analyzes and reflections exposed here is the Discourse Analysis affiliated to the studies of the unconscious and the ideology, initiated in France by Michel Pêcheux, and developed and expanded in Brazil by authors such as Eni Orlandi. The history of the pedagogical perspective that we have dealt with has already been explored by several authors (STANDING, 1962, KRAMER, 1988, POVELL, 2010 and others), but few have touched on the work of the media in relation to this pedagogy, although they recognize its relevance, and none of the publications adopts the discursive perspective, which can offer other points of view, allowing the interlocution with several areas of study. The results obtained with this research point to a predictable direction, and two important and novel bifurcations. First, as the theory of discourse analysis proposes, discursive production is traversed by ideology, and thus the texts we work with are part of a set of meanings and propositions that harmonize with the truth, as operated by the dominant ideology. This, in turn, has two specific consequences for this corpus. On the one hand, the meanings that characterize the Montessori method are linked to values not unfamiliar to neoliberalism and entrepreneurial discourse: much is said of fun, and at the same time high performance, freedom, and success, individual choice, and leadership. There is a very present contradiction between characterizing Montessori as an alternative pedagogy and saying that Montessori is only an alternative way to achieve the same ends: high academic performance and financial success. Secondly, we notice the prominence of the adult point of view over the possible infantile one. The texts, especially as of 2011, often make sense from the advantages that the Montessori pedagogy represents for the adult, from a corporate or entrepreneurial perspective. Through our analysis, we have been able to characterize the configuration of the media discourse on the Montessori method in the United States and to understand how the senses are articulated to make Montessori a valid and positive pedagogical perspective, while silencing the meanings that could, if linked to that, be disharmonious, and we would say risky, for the hegemony of the truth about the child and about education.]

Language: Portuguese

Published: São Paulo, Brazil, 2019

Abstract/Notes: Montessori çocukların duyusal deneyimleri aracılığıyla yeni bilgiler edinmelerine yardımcı olan bir yaklaşımdır. Montessori yönteminde müzik eğitimi okulöncesi dönemdeki çocukların müzikal beğenilerini geliştirmeyi hedefler. Montessori yaklaşımında çocuğun müzikal çevresindeki temel amaç müzikal potansiyellerine ulaşmaları konusunda onlara rehberlik etmektir. Montessori yöntemi birçok ülkede yaygın olarak uygulanmaktadır. Son yıllarda ülkemizde de yaygınlaşmaya başlayan bu yöntem, daha çok genel öğrenme alanlarını kapsamaktadır. Ancak Montessori yönteminde, özellikle çocukların 3-6 yaş arası duyusal döneminde sanat eğitiminin de önemli bir yer tuttuğu bilinmektedir. Yurt dışında yapılan araştırmalar, müzik eğitiminin Montessori yöntemi içinde önemli bir yerinin olduğunu göstermektedir. Araştırma, Türkiye’de Montessori anaokullarındaki müzik uygulamalarının belirlenmesi amacıyla yapılmıştır. Bu amaç doğrultusunda araştırmanın Montessori yönteminde müzik eğitimi ile ilgili çalışmaları incelemek ve Türkiye’deki Montessori anaokullarındaki müzik uygulamaları hakkında durum saptaması gerçekleştirmek bakımından yararlı olacağı düşünülmektedir. Araştırmanın verileri, bu alanda yapılan araştırmalar incelenerek ve Türkiye’de Montessori anaokullarında çalışmakta olan eğitimcilere uygulanan anket sonuçlarına göre elde edilmiştir. Araştırma sonuçlarına göre; Montessori yöntemiyle eğitim veren anaokullarının %67’sinin “Aile ve Sosyal Hizmetler Bakanlığı’na” bağlı olduğu, %72’sinin “günlük programlarında müzik dersine yer verdiği”, %67’sinde müzik derslerinin “müzik öğretmeni” tarafından gerçekleştirildiği ve okulların %89’unda “Montessori müzik materyallerinin” bulunduğu sonucuna varılmıştır. Müzik materyallerinin kullanımına yönelik yapılan araştırmada ise, anaokullarının %17’sinde Montessori müzik materyallerinin “hepsinin”, %22’sinde “bir” ve %50 ‘ sinin ise “birkaç” müzik materyaline sahip olduğu, %11’inde de “hiçbir” Montessori müzik materyalinin bulunmadığı sonucuna varılmıştır. Anaokullarının %78’ inde Montessori müzik materyalleri dışında “vurmalı çalgıların” kullanıldığı tespit edilmiştir. / Montessori is an approach that helps children gain new information via sensorial experiences. Music education with the Montessori method aims to develop musical tastes of children in preschool period. The main purpose in Montessori approach is to guide children to reach their musical potential in their musical environment. Montessori method is of common use in many countries. This method started to become more common in our country in recent years and it covers learning areas. However, it is known that Montessori method has an important place in art education especially with children between ages 3-6 in their sensory period. The studies done abroad show that Montessori method has an important place in music education. This research is done to detect the music applications of Montessori in Montessori preschools in Turkey. Towards this purpose, this study is expected to be beneficial for analyzing the studies on music education with Montessori method and detecting the music applications in Montessori preschools in Turkey. The data of this study was obtained via analyzing the studies in this field and by conducting a survey with the instructors working in Montessori preschools in Turkey. According to the results of this study, among the Montessori preschools, 67% is connected to the Ministry of Family and Social Services, 72% has music courses in their daily curriculum, 67% has music courses conducted by a music instructor and 89% has Montessori music materials. Based on the results of the research done about the usage of the musical materials, it has been found that among the preschools, 17% have all the Montessori music materials, 22% have one music material, 50% have a few music materials and 11% do not possess any of the Montessori music materials. It was seen that 78% of the preschools make use of percussion instruments besides the Montessori music materials.

Language: Turkish

ISSN: 1304-8880

Abstract/Notes: In the industry of didactic teaching materials, Montessori material has been established in a significant way as a possibility of providing children with different tools, so that they learn better and without trauma the contents of the school subject that culturally has been considered of greatest difficulty: mathematics. This reflection paper, derived from the review of the field, aims to make an analysis of the material within the framework of the scientific pedagogy method proposed by María Montessori at the beginning of the 20th century, emphasizing its specific contribution to the learning of mathematics in preschool children and in elementary school. The material used in the segments of practical life and sensory life will be reviewed, as well as deepen into the specialized material for the development of the mathematical mind, to show how the proposal of María Montessori’s method supposes an opportune path to take the children from the concrete representations of mathematical objects to the elevation of the min —that allows them to build abstractions—. Finally, a dialogue is established about the validity of Montessori’s material in the school from research that has promoted its use in mathematics classrooms, and the possibility of including the material in the training of mathematics teachers to strengthen their didactic knowledge is highlighted.

Language: Spanish

DOI: 10.17227/pys.num58-17295

ISSN: 2500-6436, 0121-2494

Language: English

ISSN: 0065-9444